CONCEPT MAPPING
Dario Mtorre,MD,MPH,PHD
Definition
• “Concept maps are intended to
represent meaningful relationship
between concepts in the form of
propositions
propositions”
• Novak JD, Learning how to learn,1984
Definition
• Schematic device for organizing and
representing knowledge structures as a
set of concept meanings related to one
another
Theoretical framework
• Ausubel :Assimilation theory
– When
Wh thi
thinking
ki and
d llearning
i with
ith
concepts, an individual uses three
processes:
1. subsumption
2. progressive differentiation
3 integrative reconciliation
3.
reconciliation.
Theoretical framework
1 Identify most general concept and more
1.
specific concepts
2. Relate with linking words the general to
th mostt specific
the
ifi concepts
t
3. Seek and develop cross-links among
different knowledge
g domains of the maps
p
Theoretical Framework
• We think and learn with concepts
• To
T build
b ild meaningful
i f l llearning
i
– Constructivist/cognitivist approach
• Meaningful
ea g u learning
ea
g means
ea s relating
e at g new
e
knowledge to what we already know
(Ausubel, 1968)
That is how
we think!!!!!
Concept Maps
Concept maps are pictures or graphic
representations that allow learners to link,
differentiate and relate concepts
p to one another
General
concept
Linking word
Concept A
Linking word
Less general
concept
place at the top of
the map.
Linking word
Concept B
Linking word (cross link)
How to construct a concept map?
Identify most general concept and place at the
top of the map
Identify more specific concepts that relate to
the general concepts
Tie the
Ti
th generall and
d specific
ifi concepts
t together
t
th
with linking words in some fashion that
makes sense to you
Look for cross linkages between different
domains of knowledge
Example of Concept Map
Example of Concept Map
Cmap and PBL
• the use of concept maps stimulated meaningful
learning within a PBL course’. They go on to
state: ‘PBL and concept mapping proved to be
complementary tools because the method of
information gathering, hypothesis generation,
and
d id
identification
tifi ti off llearning
i iissues allowed
ll
d ffor
the exposure of a broad range of knowledge
needs that were visualized in the concept maps
maps.’
•
Rendas A, Fonseca M, Pinto P. Toward meaningful learning in
undergraduate medical education using concept maps in a PBL
pathophysiology course. Adv Physiol Educ 2006;30:23–9.
Cmap and feedback
•
•
•
•
Morse and Jutras provide us with an ever-greater understanding of the role
that feedback can play in teaching and learning with concept maps.
In their study, students in a cell biology course were divided into three groups.
The control group did not construct concept maps; the second group
constructed maps individually,
individually and the third group created maps individually
and then discussed them in teams that provided both peer and instructor
feedback.
p maps
p without feedback had no
Results from this studyy indicate that ‘concept
significant effect on student performance, whereas concept maps with
feedback produced a measurable increase in student problem solving
performance and a decrease in failure rates’
Morse D, Jutras F. Implementing concept-based learning in a large
undergraduate classroom. CBE Life Sci Educ 2008;7 (2):243–53.
•
Major purpose of concept mapping is to foster the development of
shared meaning between the instructor and the student. As instructors
and students discuss, think about and revise concept maps, their
learning and shared meaning-making processes deepen. This study
d
demonstrates
t t h
how th
the di
discussion
i off conceptt maps iin a group,
combined with feedback on the maps provided by the instructor, fosters
students’ learning and performance.
•
Roberts L. Using concept maps to measure statistical understanding. Int J
Math Educ Sci Technol 1999;30 (5):707–17.
Cmaps and learning
• Torre et al. performed a thematic analysis of 3rd
year MS perceptions after developing 3 cmaps
in a medicine clerkship
• students reported that “ the concept maps
allowed for creativity by developing a system of
thinking that included pattern recognition, the
ability to think broadly on topics, and finally,
allowed for knowledge integration
integration.”
•
Torre DM
DM, Daley BJ,
BJ qualitative evaluation of medical student learning with concept
maps. Med Teach 2007;29:949–55.
Cmap and group learning
• Kinchin and Hayy studyy concept
p mapping
pp g in collaborative
learning. They placed students in groups of three and
asked them to produce a consensus concept map on the
topic of pathogenic microbes
microbes.
• Findings indicated that students who were in triads of
individuals with very different knowledge structures showed
greater improvements in their learning than students who
were in groups with more similar knowledge structures
•
Kinchin I, Hay D. Using concept maps to optimize the composition of
collaborative student groups: a pilot study
study. J Adv Nurs 2005;51
2):183–7.
Cmap
p and scoring
g
• West et al studied both a structural and a relational scoring
method.
• Structural scoring is based on the map’s organization of
hierarchical structure, concept links and cross-links.
Str ct ral scoring assigns points for each valid
Structural
alid component
in four categories. Relational scoring is based on the
quality or importance of each component, with no regard to
the overall structure of the map.
• They found that structural scores increased significantly,
particularly with more experienced residents
residents, yet relational
scores were not significantly different.
•
West DC,
C Park JK, Pomeroy JR, S
Sandoval J. C
Concept mapping assessment in
medical education: a comparison of two scoring systems. Med Educ
2002;36:820–6.
Cmap
p and assessment
• West et al found that concept mapping assessment (CMA)
scores improved after course instruction; however
however, CMA
scores did NOT correlate with final course or standardized
test scores.
• ‘the
‘th absence
b
off a positive
iti correlation
l ti suggests
t th
thatt CMA
measures a different knowledge characteristic than do
multiple-choice examinations’;
• CMA has the potential to evaluate how students or
residents organize and use knowledge in a way that
traditional tests cannot
•
West DC, Pomeroy JR, Park JK, Gerstenberger EA, Sandoval J. Critical
thinking
hi ki iin graduate
d
medical
di l education:
d
i
a role
l ffor concept mapping
i
assessment? JAMA 2000;284 (9):1105–10.
Cmap and assessment
• McGaghie et al. conducted a quantitative study that used
P thfi d scaling
Pathfinder
li tto evaluate
l t conceptt maps ffor internal
i t
l
consistency, student–instructor similarity and correlational
relationships
p to final examination results. Although
g
descriptive analysis did not show a correlation between
student–instructor concept map similarity scores and
scores on examinations
examinations, student scores were internally
consistent and the similarity of student maps with instructor
maps increased significantly following instruction.
•
McGaghie WC, McCrimmon DR, Mitchell G, Thompson JA. Concept mapping in
pulmonary
p
yp
physiology
y
gy using
g Pathfinder scaling.
g Adv Health Sci Educ Theory
y Pract
2004;9:225–40.
Cmap and assessment
•
McGaghie
M
G hi ett al.l also
l reportt on three
th
additional
dditi
l studies
t di that
th t attempted
tt
t d
to compare concept maps developed by faculty experts with maps
prepared by medical students. Findings indicate that after a 3-week
unit in pulmonary physiology,
physiology student and expert maps were more
similar. However, authors also report a wide variety in the maps of
experts.
•
McGaghie WC, McCrimmon DR, Mitchell G, Thompson JA, Ravitch MM. Quantitative
concept mapping in pulmonary physiology: comparison of student and faculty knowledge
structures. Adv Physiol Educ 2000;23 (1):72–81.
Cmap and curriculum
• Weiss and Levison, by contrast, describe using concept
maps as a blueprint for the development of curricular
goals and objectives. They also indicate that the maps
can serve to assist with the integration of curricular
themes across and among departments and disciplines,
and describe how the maps assisted in the development
of a women’s health medical education collaboration.
•
Weiss LB, Levison SP. Tools for integrating women’s health into medical
education: clinical cases and concept mapping. Acad Med 2000;75
(11):1081–6.
Cmap as knowledge models
•
Willemsen et al.observe
al observe that
that, within clinical genomics research
research, ‘one
one
of the main challenges is the acquisition and integration of data,
information, and expert knowledge for specific biomedical domains
and diseases’. They
y created 155 concept
p maps
p linked together
g
in a
knowledge model that allows for the visualization of vast amounts of
information.43 These ontologies and knowledge models have the
potential to provide highly integrated and organized knowledge
frameworks that can be applied to medical student learning and
clinical performance.
•
Willemsen AM, Jansen GA, Komen JC, van Hooff S,Waterham HR, Brites
PM, Wanders RJ, vanKampen AHC. organization and integration of
biomedical knowledge with concept maps for key peroxisomal pathways
pathways.
Bioinformatics 2008;24 (16):21–7.
Uses of concept mapping
• To evaluate a course/a rotation
• To provide feedback and identify knowledge
deficits or gaps in understanding
• To create knowledge models or curricula
• To assess reflection and critical thinking
• To assess or help
p understanding
g
• To help develop a research idea or project
• To learn in collaboration with others
Implications
• there is a growing body of evidence on the
effectiveness of mapping as:
–
–
–
–
a method to promote meaningful learning,
a resource for learning,
a methodology for providing student feedback, a
an assessment strategy in medical education.
•
In addition, new work by Gonza´lez et al.21 provides interesting information on the
use off conceptt maps in
i medical
di l education.
d
ti
Th
These authors
th
di
divided
id d th
their
i students
t d t iinto
t
two groups: a control group, which attended a traditional course in physiology, and an
intervention group, which constructed concept maps ‘related to cardiovascular
physiology and used them to solve problems related to this subject’.21 Both groups of
students
t d t were tested
t t d using
i two
t
types
t
off examination:
i ti
a problem-solving
bl
l i examination
i ti
and a multiple-choice examination. Findings indicate that the group using concept
maps performed significantly better on the problem-solving examination. Their
performance on the multiple-choice examination was similar to that of the traditional
group. These
Th
fifindings
di
b
by G
Gonza´lez
´l ett al.21
l 21 seem tto uphold
h ld th
those off R
Roberts,38
b t 38 who
h
found no significant change in concept map scores over time but did find significant
correlations between map scores and practical assignment scores.
• Gonza´lez HL,, Palencia AP,, Uman˜a LA,, Galindo
L,Villafrade MLA. Mediated learning experience and
concept maps: a pedagogical tool for achieving
meaningful learning in medical physiology students
students. Adv
Physiol Educ 2008;32 (4):312–6.
•
Roberts L. Using concept maps to measure statistical nderstanding.
Int J Math Educ Sci Technol 1999;30 (5):707–17.
Scoring
g method
• Hierarchy
– Most general to most specific
• Concept links
– Concept link to another concept (valid and
significant)
• Cross-links
– Relating different domains of knowledge
• Examples
– Usually in the most subordinate position
Educational applications
pp
• To roadmap a learning route
– facilitate acquisition and recall of ideas and
meanings about a topic
• To extract meaning from a textbook or an
article
• To extract meaning from a clinical case
• To better understand a journal article
plan a p
paper
p or a p
presentation
• To p
Future directions
• Assess learning and understanding of
about specific medical topics
• Establish relationship with other
measurements of knowledge and or skills
(NBME exam,
exam OSCEs,etc..)
OSCEs etc )
• Collect longitudinal data on critical thinking
medical
di l school
h l and/or
d/ residency
id
program
• Assess reliability of scoring system